ESS2 (7-8) -7 Students demonstrate an understanding of how technological advances have allowed scientists to re-evaluate or extend existing ideas about the solar system by..
3.4.1 Identifying major discoveries from different scientists and cultures and describing how these discoveries have contributed to our understanding of the solar system (e.g. timeline, research project, picture book). 7a
ESS2 (7-8) -8 Students demonstrate an understanding of temporal or positional relationships between or among the Earth, sun, and moon by..
3.51. Using or creating a model of the Earth, sun and moon system to show rotation and revolution. 8a
3.5.2 Explaining night/day, seasons, year, and tides as a result of regular and predictable motion of the Earth, sun, and moon. 8b
3.5.3 Using a model of the Earth, sun, and moon to recreate the phases of the moon. 8c
ESS2 (7-8) -8 Students demonstrate an understanding of gravitational relationships between or among objects of the solar system by..
3.5.4 Describing the relationship between mass and gravitational force between objects. 8d
3.5.5 Describing the relationship between distance and the gravitational force between objects. 8e
3.5.6 Explaining that the sun’s gravitational pull holds the Earth and other planets in their orbits, just as the planet’s gravitational pull keeps their moons in orbit.8f
ESS3 (7-8) -9 Students demonstrate an understanding of the structure of the universe by..
3.6.1 Describing the universe as containing many billions of galaxies, and each galaxy containing many billions of stars. 9a
Unpacking the Standards
What does the standard mean?
7a:
- Galileo, Copernicus, Brahe, and Kepler all had important contributions to the study of our universe that helped modern scientists obtain the knowledge that we have about our solar system and the universe today
8a:
- that there are differences between revolution and rotation that explain tides and seasons here on Earth
- that the relationship between the sun, the moon, and the Earth and the gravitational circumstances between them create tides
8b:
- the the motion of the moon about the Earth is predictable down to the day as that we use the phases of the moon to create our calendar
- the pull of the moon is a regular and predictable force therefore making tides predictable as well
- the seasons occur because of Earths orientation and rotation about the Sun
- the sun sets and rises in a predictable pattern in the same direction every day
8c:
- waxing, waning, cresent, new, and full phases of the moon all are indicators of how far into the month we are
- the Earths shadow on the moon is what we see in each of the phases due to the orientation of the sun
8d/8e/8f:
- the gravitational pull between the Earth and the moon is the reason we have tides in our oceans
- the gravitational pull between the Earth and the sun keeps our planet revolving the way it does and creates seasons
- the amount of mass of multiple objects determines which way gravity is pulling those objects which explains the orientation of all planets in our universe and each of those planets moons
9a:
- the universe is of an almost incomprehensible size that is made up of billions of stars, planets, and galaxies other than our own
What do students need to understand before you address the topic?
- understanding of forces such as motion, friction, and gravity
- they need to have an understanding of natural events such as tides, moon phases, and seasons
What are prior misunderstandings are students likely to have about these topics?
- that the moon is made of cheese
- the Earth is the center of the universe
- that pluto is still recognized as a planet
What phenomena and representations help students understand these topics?
- solar system models
- NASA observations of space
- models of the Earth, moon, sun relationship
What activities or activity sequences can be used to address these GSEs?
- models to show moon phases
- worksheets and graphic organizers that help to explain complicated areas of the topics covered
- moon observation project
- solar system model project
Astronomy GSE’s:
ESS2 (7-8) -7 Students demonstrate an understanding of how technological advances have allowed scientists to re-evaluate or extend existing ideas about the solar system by..
3.4.1 Identifying major discoveries from different scientists and cultures and describing how these discoveries have contributed to our understanding of the solar system (e.g. timeline, research project, picture book). 7a
ESS2 (7-8) -8 Students demonstrate an understanding of temporal or positional relationships between or among the Earth, sun, and moon by..
3.51. Using or creating a model of the Earth, sun and moon system to show rotation and revolution. 8a
3.5.2 Explaining night/day, seasons, year, and tides as a result of regular and predictable motion of the Earth, sun, and moon. 8b
3.5.3 Using a model of the Earth, sun, and moon to recreate the phases of the moon. 8c
ESS2 (7-8) -8 Students demonstrate an understanding of gravitational relationships between or among objects of the solar system by..
3.5.4 Describing the relationship between mass and gravitational force between objects. 8d
3.5.5 Describing the relationship between distance and the gravitational force between objects. 8e
3.5.6 Explaining that the sun’s gravitational pull holds the Earth and other planets in their orbits, just as the planet’s gravitational pull keeps their moons in orbit.8f
ESS3 (7-8) -9 Students demonstrate an understanding of the structure of the universe by..
3.6.1 Describing the universe as containing many billions of galaxies, and each galaxy containing many billions of stars. 9a
Unpacking the Standards
What does the standard mean?
7a:
- Galileo, Copernicus, Brahe, and Kepler all had important contributions to the study of our universe that helped modern scientists obtain the knowledge that we have about our solar system and the universe today
8a:
- that there are differences between revolution and rotation that explain tides and seasons here on Earth
- that the relationship between the sun, the moon, and the Earth and the gravitational circumstances between them create tides
8b:
- the the motion of the moon about the Earth is predictable down to the day as that we use the phases of the moon to create our calendar
- the pull of the moon is a regular and predictable force therefore making tides predictable as well
- the seasons occur because of Earths orientation and rotation about the Sun
- the sun sets and rises in a predictable pattern in the same direction every day
8c:
- waxing, waning, cresent, new, and full phases of the moon all are indicators of how far into the month we are
- the Earths shadow on the moon is what we see in each of the phases due to the orientation of the sun
8d/8e/8f:
- the gravitational pull between the Earth and the moon is the reason we have tides in our oceans
- the gravitational pull between the Earth and the sun keeps our planet revolving the way it does and creates seasons
- the amount of mass of multiple objects determines which way gravity is pulling those objects which explains the orientation of all planets in our universe and each of those planets moons
9a:
- the universe is of an almost incomprehensible size that is made up of billions of stars, planets, and galaxies other than our own
What do students need to understand before you address the topic?
- understanding of forces such as motion, friction, and gravity- they need to have an understanding of natural events such as tides, moon phases, and seasons
What are prior misunderstandings are students likely to have about these topics?
- that the moon is made of cheese- the Earth is the center of the universe
- that pluto is still recognized as a planet
What phenomena and representations help students understand these topics?
- solar system models- NASA observations of space
- models of the Earth, moon, sun relationship
What activities or activity sequences can be used to address these GSEs?
- models to show moon phases- worksheets and graphic organizers that help to explain complicated areas of the topics covered
- moon observation project
- solar system model project